FAKTOR YANG MEMPENGARUHI MOTIVASI BERPRESTASI MAHASISWA BARU

https://doi.org/10.23960/simbol.v13i2.1494
Published: Sep 26, 2025

Abstract:

This study aims to identify the structure and determinants of achievement motivation among first-year university students using a sequential explanatory mixed-methods design. The qualitative phase, employing Interpretative Phenomenological Analysis (IPA), explored students’ subjective experiences of motivational sources, barriers, and self-regulation dynamics in academic settings. The quantitative phase applied second-order Confirmatory Factor Analysis (CFA) to the Academic Motivation Scale (AMS) to assess the contribution of each motivational dimension. A total of 171 first-year students participated in the study. IPA results revealed five superordinate themes reflecting a multidimensional motivational profile shaped by intrinsic enjoyment, competence orientation, social pressures, academic stress, and contextual influences. CFA findings further indicated that Intrinsic Motivation toward Accomplishment, Introjected Regulation, Intrinsic Motivation to Know, and Intrinsic Motivation to Experience Stimulation were the strongest contributors to achievement motivation. Overall, the study demonstrates that student motivation emerges through the interaction of autonomous and controlled regulatory processes embedded within the higher education context. These findings provide a conceptual basis for designing instructional strategies and institutional support aimed at strengthening autonomous motivation among first-year students.

Penelitian ini bertujuan untuk mengidentifikasi struktur dan faktor-faktor yang membentuk motivasi berprestasi mahasiswa baru melalui pendekatan mixed methods dengan model sequential explanatory. Tahap kualitatif menggunakan Interpretative Phenomenological Analysis (IPA) untuk menggali pengalaman subjektif mahasiswa mengenai sumber motivasi, hambatan, serta dinamika regulasi diri dalam konteks akademik. Tahap kuantitatif menggunakan Confirmatory Factor Analysis (CFA) second-order terhadap Academic Motivation Scale (AMS) untuk memetakan kontribusi masing-masing dimensi motivasi. Sebanyak 171 mahasiswa baru berpartisipasi dalam penelitian ini. Hasil IPA menunjukkan lima tema inti yang menggambarkan motivasi berprestasi sebagai kombinasi antara dorongan intrinsik, orientasi kompetensi, tekanan sosial, stres akademik, dan pengaruh kontekstual. Hasil CFA menegaskan bahwa dimensi Intrinsic Motivation toward Accomplishment, Introjected Regulation, Intrinsic Motivation to Know, dan Intrinsic Motivation to Experience Stimulation merupakan kontributor terbesar terhadap motivasi berprestasi. Secara keseluruhan, temuan menunjukkan bahwa motivasi mahasiswa baru bersifat multidimensional, mencerminkan interaksi antara motivasi otonom dan terkontrol yang berkembang dalam konteks pendidikan tinggi. Temuan ini memberikan dasar untuk mengembangkan strategi pembelajaran dan dukungan institusional yang mampu memperkuat motivasi otonom mahasiswa.

Keywords:
1. academic motivation
2. achievement
3. mixed methods
4. IPA-CFA integration
Authors:
1 . Tirta Firdaus Nuryananda
Universitas Negeri Surabaya
2 . Meita Santi Budiani
Universitas Negeri Surabaya
3 . Satiningsih
Universitas Negeri Surabaya
4 . Fitrania Maghfiroh
Universitas Negeri Surabaya
5 . Qurrota A’yuni Fitrania
Universitas Negeri Surabaya
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How to Cite
Nuryananda, T. F., Budiani, M. S., Satiningsih, Maghfiroh, F., & Fitrania, Q. A. (2025). FAKTOR YANG MEMPENGARUHI MOTIVASI BERPRESTASI MAHASISWA BARU. J-Simbol: Jurnal Magister Pendidikan Bahasa Dan Sastra Indonesia, 13(2), 1397–1408. https://doi.org/10.23960/simbol.v13i2.1494
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Vol. 13 No. 2 (2025): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
Articles
References

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    Ahmed, S., Saleem, H. M., Sayed, R. Z., & Al-Doghan, A. A. (2023). Impact of teachers’ motivational support on students’ academic motivation and learning outcomes: Evidence from Saudi Arabia. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-05-2022-0152

    Alivernini, F., & Lucidi, F. (2008). The Academic Motivation Scale (AMS): Factorial structure, invariance, and validity in the Italian context. Testing, Psychometrics, Methodology in Applied Psychology, 15(4), 211–220. https://www.tpmap.org/the-academic-motivation-scale-ams-factorial-structure-invariance-and-validity-in-the-italian-context/

    Alsabawy, A. E. A., Suyadi, M. M. A., & Fauziati, N. (2022). The relationship between student self-efficacy and engagement and academic achievement in the blended learning environment. International Journal of Evaluation and Research in Education, 11(3), 1177–1184. https://doi.org/10.11591/ijere.v11i3.22176

    Ardianto, J. A., Suroso, & Arifiana, I. Y. (n.d.). Dukungan sosial dan flow akademik dengan motivasi berprestasi siswa SMA. Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan, 11(1), 41–54. https://doi.org/10.35891/jip.v11i1

    Bui, N. T. T., Cao, T. D., & Wang, X. (2022). A cross-lagged panel analysis of the relationship between student–staff interactions and student satisfaction: New evidence from Vietnamese universities. Heliyon, 8(10), e11159. https://doi.org/10.1016/j.heliyon.2022.e11159

    Budiani, M. S., Mulyana, O. P., & Puspitadewi, N. W. S. (2020). Peran kepercayaan diri dan kemampuan multitasking terhadap readiness to change pada mahasiswa. Jurnal Psikologi Teori dan Terapan, 10(2), 150–162. https://doi.org/10.26740/jptt.v10n2.p150-162

    Campbell, W. J., & Gilmore, J. A. V. M. E. S. (2022). Family–school engagement and students’ motivation and achievement. Educational Review, 74(3), 467–484. https://doi.org/10.1080/00131911.2020.1788522

    Cheung, C. M. Y. H., De Villiers, G. A., & Wang, X. (2022). The impact of university social responsibility on university reputation: A reputation perspective of Chinese international students. Heliyon, 8(11), e11827. https://doi.org/10.1016/j.heliyon.2022.e11827

    Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.

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    Faradisa, L. N., Kusumastuti, D., Abdillah, A. A., Yondrian, A. K., & Surjaningrum, E. R. (2022). Gambaran motivasi berprestasi pada mahasiswa yang melewati masa studi 4 tahun. Analitika: Jurnal Magister Psikologi UMA, 14(1), 99–112. https://doi.org/10.31289/analitika.v14i1.5878

    Fenyi, D. A., & Morrison, R. (2022). An interpretative phenomenological analysis of Ghanaian trainee teachers’ motivation to major in the English language: Implications for classroom pedagogy. International Journal of Qualitative Research, 1(3), 233–242. https://doi.org/10.47540/ijqr.v1i3.459

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    He, H. P. M. S., Cheung, S. C. S., & Wang, X. (2022). Determinants of academic performance in the context of sustainable education: Evidence from Hong Kong secondary schools. Evaluation and Program Planning, 93, 102111. https://doi.org/10.1016/j.evalprogplan.2022.102111

    Hidayati, N., Erliana, C. I., & Handayani, P. P. S. (2022). Improving students’ academic performance: The role of resilience, social support, and parental expectation. International Journal of Evaluation and Research in Education, 11(1), 255–261. https://doi.org/10.11591/ijere.v11i1.21840

    King, R. B. (2023). Sense of relatedness boosts engagement, achievement, and well-being: A meta-analysis. Journal of Educational Psychology, 115(3), 451–474. https://doi.org/10.1037/edu0000764

    Kotera, Y., Aledeh, M., Barnes, K., Rushforth, A., Adam, H., & Riswani, R. (2022). Academic motivation of Indonesian university students: Relationship with self-compassion and resilience. Healthcare, 10(10), 2092. https://doi.org/10.3390/healthcare10102092

    Marvianto, R., & Widhiarso, W. (2018). Adaptasi skala Academic Motivation Scale (AMS) dalam konteks Indonesia. (Informasi penerbit tidak tersedia).

    Pischel, A., Kouritzin, S., & Watt, L. K. (2022). Student engagement in online and face-to-face first-year education. Journal of Further and Higher Education, 46(7), 960–973. https://doi.org/10.1080/0309877X.2022.2044214

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of Intrinsic Motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

    Sarkis, A., Hallit, S., Hajj, A., Kechichian, A., Sarkis, D. K., Sarkis, A., & Ayoub, E. N. (2020). Lebanese students’ motivation in medical school: Does it change throughout the years? BMC Medical Education, 20, 94. https://doi.org/10.1186/s12909-020-02011-w

    Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, É. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025

    Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, É. F. (1993). Academic Motivation Scale (AMS-C 28) College (CEGEP) Version. Educational and Psychological Measurement, 52(53), 1992–1993.

  1. Agboola, O., Awopetu, O., Aremu, O., Wadesango, J., & Beku, N. (2020). Effects of learning environment on students’ academic performance in South Africa. Journal of Sociology and Social Anthropology, 11(3), 147–156. https://doi.org/10.31901/24566764.2020/11.03.457
  2. Ahmed, S., Saleem, H. M., Sayed, R. Z., & Al-Doghan, A. A. (2023). Impact of teachers’ motivational support on students’ academic motivation and learning outcomes: Evidence from Saudi Arabia. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-05-2022-0152
  3. Alivernini, F., & Lucidi, F. (2008). The Academic Motivation Scale (AMS): Factorial structure, invariance, and validity in the Italian context. Testing, Psychometrics, Methodology in Applied Psychology, 15(4), 211–220. https://www.tpmap.org/the-academic-motivation-scale-ams-factorial-structure-invariance-and-validity-in-the-italian-context/
  4. Alsabawy, A. E. A., Suyadi, M. M. A., & Fauziati, N. (2022). The relationship between student self-efficacy and engagement and academic achievement in the blended learning environment. International Journal of Evaluation and Research in Education, 11(3), 1177–1184. https://doi.org/10.11591/ijere.v11i3.22176
  5. Ardianto, J. A., Suroso, & Arifiana, I. Y. (n.d.). Dukungan sosial dan flow akademik dengan motivasi berprestasi siswa SMA. Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan, 11(1), 41–54. https://doi.org/10.35891/jip.v11i1
  6. Bui, N. T. T., Cao, T. D., & Wang, X. (2022). A cross-lagged panel analysis of the relationship between student–staff interactions and student satisfaction: New evidence from Vietnamese universities. Heliyon, 8(10), e11159. https://doi.org/10.1016/j.heliyon.2022.e11159
  7. Budiani, M. S., Mulyana, O. P., & Puspitadewi, N. W. S. (2020). Peran kepercayaan diri dan kemampuan multitasking terhadap readiness to change pada mahasiswa. Jurnal Psikologi Teori dan Terapan, 10(2), 150–162. https://doi.org/10.26740/jptt.v10n2.p150-162
  8. Campbell, W. J., & Gilmore, J. A. V. M. E. S. (2022). Family–school engagement and students’ motivation and achievement. Educational Review, 74(3), 467–484. https://doi.org/10.1080/00131911.2020.1788522
  9. Cheung, C. M. Y. H., De Villiers, G. A., & Wang, X. (2022). The impact of university social responsibility on university reputation: A reputation perspective of Chinese international students. Heliyon, 8(11), e11827. https://doi.org/10.1016/j.heliyon.2022.e11827
  10. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
  11. Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
  12. Faradisa, L. N., Kusumastuti, D., Abdillah, A. A., Yondrian, A. K., & Surjaningrum, E. R. (2022). Gambaran motivasi berprestasi pada mahasiswa yang melewati masa studi 4 tahun. Analitika: Jurnal Magister Psikologi UMA, 14(1), 99–112. https://doi.org/10.31289/analitika.v14i1.5878
  13. Fenyi, D. A., & Morrison, R. (2022). An interpretative phenomenological analysis of Ghanaian trainee teachers’ motivation to major in the English language: Implications for classroom pedagogy. International Journal of Qualitative Research, 1(3), 233–242. https://doi.org/10.47540/ijqr.v1i3.459
  14. Firmansyah, A., & Rizal, R. (2019). Potret keterampilan berpikir kritis dan motivasi berprestasi mahasiswa PGSD Universitas Tadulako. Jurnal Inspirasi Pendidikan, 9(2), 103–109. https://doi.org/10.21067/jip.v9i2.3323
  15. Firdous, M., & Riaz, R. (2021). Autonomous and controlled motivation and academic outcomes among university students. Pakistan Journal of Educational Research, 4(3).
  16. Fitriani, W., Haryanto, H., & Atmojo, S. E. (2020). Motivasi berprestasi dan kemandirian belajar mahasiswa saat pembelajaran daring. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(6), 828–834. https://doi.org/10.17977/jptpp.v5i6.13639
  17. He, H. P. M. S., Cheung, S. C. S., & Wang, X. (2022). Determinants of academic performance in the context of sustainable education: Evidence from Hong Kong secondary schools. Evaluation and Program Planning, 93, 102111. https://doi.org/10.1016/j.evalprogplan.2022.102111
  18. Hidayati, N., Erliana, C. I., & Handayani, P. P. S. (2022). Improving students’ academic performance: The role of resilience, social support, and parental expectation. International Journal of Evaluation and Research in Education, 11(1), 255–261. https://doi.org/10.11591/ijere.v11i1.21840
  19. King, R. B. (2023). Sense of relatedness boosts engagement, achievement, and well-being: A meta-analysis. Journal of Educational Psychology, 115(3), 451–474. https://doi.org/10.1037/edu0000764
  20. Kotera, Y., Aledeh, M., Barnes, K., Rushforth, A., Adam, H., & Riswani, R. (2022). Academic motivation of Indonesian university students: Relationship with self-compassion and resilience. Healthcare, 10(10), 2092. https://doi.org/10.3390/healthcare10102092
  21. Marvianto, R., & Widhiarso, W. (2018). Adaptasi skala Academic Motivation Scale (AMS) dalam konteks Indonesia. (Informasi penerbit tidak tersedia).
  22. Pischel, A., Kouritzin, S., & Watt, L. K. (2022). Student engagement in online and face-to-face first-year education. Journal of Further and Higher Education, 46(7), 960–973. https://doi.org/10.1080/0309877X.2022.2044214
  23. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of Intrinsic Motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  24. Sarkis, A., Hallit, S., Hajj, A., Kechichian, A., Sarkis, D. K., Sarkis, A., & Ayoub, E. N. (2020). Lebanese students’ motivation in medical school: Does it change throughout the years? BMC Medical Education, 20, 94. https://doi.org/10.1186/s12909-020-02011-w
  25. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, É. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
  26. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, É. F. (1993). Academic Motivation Scale (AMS-C 28) College (CEGEP) Version. Educational and Psychological Measurement, 52(53), 1992–1993.